CUIN 6371 Models of Teaching

1. CUIN 6371Models of Teaching Fall, 2003 Howard L. Jones Day 5 Inductive Strategies… Hilda Taba’s Efforts

2. Information Processing • Inductive - Jerome Bruner/ Hilda Taba • Deductive - David Ausubel • Inquiry - J. J. Schwab/J. Richard Suchman Jean Piaget/ L. Kohlberg • Memory - R. Atkinson/J. Levin/J. Lucas • Creativity - W. J. J. Gordon

3. The Most Common The “Guided Tour” • Teaching Pattern Approach • • Providing Information • • Verification of information • • Application of Information • (after Renner)

4. The Most Common The “Guided Tour” • Teaching Pattern Approach • • Providing Information • • Verification of information • • Application of Information • (after Renner) Deductive Teaching

5. Part of Learning is Identifying Patterns! Dealing with categories!

6. Another Teaching Pattern (after Karplus) Students Explore Explain By creating and dealing with Categories Apply Personal Investigative Approach

7. And these categories are Concepts – wegroup objects and events and people around us into classes … respond to class membership rather than uniquenesses Rules or Generalizations – combinations of concepts that - when applied - can allow for behavior with predictable results

8. Hilda Taba’s Postulates • Thinking can be taught But it is a special kind of thinking - Inductive Thinking

13. Balloons, we have balloons…

14. Another Teaching Pattern (after Karplus) Students Explore Explain By creating and dealing with Categories Apply Personal Investigative Approach

15. Processes of Investigation • Observing • Classifying • Measuring • Communicating • Inferring • Predicting • Hypothesis Formation

16. Hilda Taba’s Postulates • Thinking can be taught • Thinking is an active transaction between the individual and data • Thought Processes are sequential • Concept Formation, • Interpretation of Data • Application of Principles

17. What do we know about The Pilgrims?

18. THANKSGIVING BEER Those Pilgrims stopped at Plymouth in the first place for the same reason that Bubba Billy Bob pulls into the Quickie Mart. To wit: They were out of beer. Source: Beer Drinkers of America avers they were headed for the friendlier climes of Virginia but the beer was about gone (“our supplies were much spent, especially our beer,” a Mayflower passenger wrote). BDA notes also that beer was good shipboard nourishment because it was nutritious and kept well.

19. Concept Development • What do you know? What did you read? see? 2. Do any of these items seem to belong together? Why? 3. Could some of these items belong in more than one group? 4. What names could we give these groups?

20. Concept Attainment Teacher Provides Examples and Non-Examples of the category that (s)he wants students to grasp Usually, teacher provides label for new concept Students “unpack” their thinking that led them to the concept Concept Formation Teacher elicits examples from students Students provide labels for the categories (concepts) …and focus on why they put the groups together and why they named the concept Concepts Via Bruner and Taba

21. External Presentation of examples representative of the concept Instructions to elicit a common link Verification of concept Reinforcement REPETITION NOT NEEDED Internal Discriminate between examples and non-examples Conditions of Learning Concepts(after Robert Gagne’)

22. Concept Attainment Directed primarily at how concepts are learned Concept Formation Builds upon what the student knows. “Understandings are built, not acquired.” Concepts Via Bruner and Taba…both teach concepts, but

23. Data Retrieval Chart

24. Pilgrims Texans

25. And… The American Revolution

26. ; Pilgrims AmericanRevolution

27. Musical selection is played…”What are some different things that you heard? • Show parts of “The Patriot”…”When you hear the word revolution, what comes to mind?” • Several newspapers are examined…”What are some things that you see in the editorial section?” • Vegetables shared with class…”Describe the vegetables using your senses of taste, sight, and smell.”

28. Interpretation of Data 1. What did you see..read? What differences and similarities do you see? 2. How do you account for the similarities and differences? What does this mean? 3. What can you say generally?

29. Generalizations/Principles/Rules • Broad Level of Application • Lack mention of specific persons, places or things • Contains two or more concepts and includes the relationship between the concepts

30. When groups are oppressed they tend to want to leave or rebel • When people want freedom they will make dramatic changes • Often when groups of people are unhappy with their leadership new leaders emerge • A determined minority can change the course of history • Differences of belief lead to conflict

31. As the size of a place changes the kinds of goods and services found in that place tend to change. • When two or more societies interact, each tends to acquire some of the characteristics of the other society. • When two or more groups of people wish to use the same land in different ways, a conflict usually results.

32. Inductive Processes Generalization data data data conglomerate conglomerate conglomerate data data data data data data data data conglomerate data data data data data data data data data data data data data data data data

33. Finding Concepts and Generalizations Joel Barker… “The Power of Paradigms”

34. Paradigm Effect Paradigm Paralysis Paradigm Pioneers Paradigm Change Innovations Paradigm Shift Paradigm Flexibility People resist change New ideas disrupt the status quo Your successful past can block the future Ideas of today take us to tomorrow When a paradigm shifts everything and everyone goes back to zero Paradigms affect your judgment People who present successful paradigms are often outsider Change tends to start from the edge Concepts Generalizations

35. External Conditions Teacher informs student what is expected Teacher invokes recall of component concepts Student makes statement of generalization/rule in own words Student demonstrates generalization/rule in another situation Reinforcement Internal Conditions Mastery of component concepts Rule and Generalization Learning(including Defined Concepts)

37. And the Pennsylvania Farmers?

38. 1791 … Western Pennsylvania • Terrible transportation to eastern buyers • Farmers found it profitable to turn much of the corn and rye crop to whiskey • Federal Tax in 1791 on whiskey makers • 1792..tax removed from smallest stills in Virginia and North Carolina What do you predict would happen? (and Daniel Shays?)

39. Application of Generalizations • Predicting…What would happen if…? 2. Why? What makes you think this will happen? 3. What would be needed for that to happen? Under what conditions? • And if it didn’t happen?

40. Assimilation • Accommodation

41. Generalization: When people feel they are not being governed in their best interests, they tend to attempt to change the government to reflect these interests People’s Interest Gov’t Policy Change Attempts Gov’t People Year Results Pilgrims English Colonists United States Pennsylvania Farmers Alternate: When people become unhappy with their government, they will usually try to change the government.

42. Jigsaw II

43. Data Retrieval Chart Plato Aristotle Locke Greene Purpose of school Role of teacher Curriculum Schools and society Truth And don’t forget John Dewey and Lev Vygotsky

44. And our generalization is …

45. Next Time How to teach rules and generalizations DEDUCTIVELY(and effectively) The work of David Ausubel